Teacher Name: Steward, R
Teacher Name: Roderick Steward Week of: October 3-7
U.S. History PAP/VG Lesson Plans
|Monday | |
| |Objective: ⓇSS.8.4A Analyze causes of the American Revolution, including the Proclamation of 1763, the Intolerable Acts, the Stamp Act, |
| |mercantilism, lack of representation in Parliament, and British economic policies following the French and Indian War. ⓈSS.8.20C Analyze|
| |reasons for and the impact of selected examples of civil disobedience in U.S. history such as the Boston Tea Party and Henry David |
| |Thoreau's refusal to pay a tax. |
| | |
| |Warm-Up: Get a half sheet of paper and write what you think the following words mean: tariff (tax), monopoly, export and import |
| | |
| |Classwork: Students will work together to write a note-taking strategy from a reading on the Causes of the American Revolution. The |
| |title or “Cue” words will be mercantilism, Navigation Acts, French and Indian War, Proclamation of 1763, Stamp Act, Sons of Liberty, |
| |Boston Massacre, Boston Tea Party, and Intolerable Acts. They will write a definition of each from the provided handout and draw a |
| |sketch with words if necessary to show their understanding. |
| | |
| |ELPS Standards: Listening, Reading, and Writing |
| | |
| |Homework: Complete sketches, if necessary. |
| | |
| | |
| |Objective: ⓇSS.8.4A Analyze causes of the American Revolution, including the Proclamation of 1763, the Intolerable Acts, the Stamp Act, |
| |mercantilism, lack of representation in Parliament, and British economic policies following the French and Indian War. ⓈSS.8.20C Analyze|
|Tuesday |reasons for and the impact of selected examples of civil disobedience in U.S. history such as the Boston Tea Party and Henry David |
| |Thoreau's refusal to pay a tax. |
| | |
| |Warm-Up: With a partner one person will explain the reasons what England and France wanted with the Ohio River Valley and the other will|
| |explain why the colonists were angry over the Proclamation of 1763 |
| | |
| |Classwork: Students will share their work from the previous class, explaining their sketches. Teacher will show a PowerPoint so that |
| |students will have a visual of the information they read yesterday. They will be able to add to their notes. |
| | |
| |ELPS Standards: Speaking and Writing |
| | |
| | |
| |Homework: Students will answer the “key questions from the reading.” |
| | |
|Wednesday |Objective: ⓇSS.8.4A Analyze causes of the American Revolution, including the Proclamation of 1763, the Intolerable Acts, the Stamp Act, |
| |mercantilism, lack of representation in Parliament, and British economic policies following the French and Indian War. ⓈSS.8.20C Analyze|
| |reasons for and the impact of selected examples of civil disobedience in U.S. history such as the Boston Tea Party and Henry David |
| |Thoreau's refusal to pay a tax. |
| | |
| | |
| |Warm-Up: Students will write why colonists were so angry over the Act |
| | |
| |Classwork: “Thumbs Up! Thumbs Down” assessment over causes of the American Revolution: , Navigation Acts, French and Indian War, |
| |Proclamation of 1763, Stamp Act, Sons of Liberty, Boston Massacre, Boston Tea Party, and Intolerable Acts. Quick Writing in which |
| |students are given 5 minutes to write what they know about the Causes of the American Revolution. |
| | |
| |ELPS Standards: Writing |
| | |
| | |
|Thursday | |
| |Objective: ⓇSS.8.4A Analyze causes of the American Revolution, including the Proclamation of 1763, the Intolerable Acts, the Stamp Act, |
| |mercantilism, lack of representation in Parliament, and British economic policies following the French and Indian War. ⓈSS.8.20C Analyze|
| |reasons for and the impact of selected examples of civil disobedience in U.S. history such as the Boston Tea Party and Henry David |
| |Thoreau's refusal to pay a tax. |
| | |
| | |
| |Warm-Up: Students will discuss with their partners the types of pictures they could draw to represent the Causes of the American |
| |Revolution |
| | |
| |Classwork: Students will complete a Word Window on the Causes of the American Revolution, using the 9 words used this week: Navigation |
| |Acts, French and Indian War, Proclamation of 1763, Stamp Act, Sons of Liberty, Boston Massacre, Boston Tea Party, and Intolerable Acts. |
| | |
| |ELPS Standards: Speaking and Writing |
| | |
|Friday |Objective: ⓈSS.8.4B Explain the roles played by significant individuals during the American Revolution, including Abigail Adams, John |
| |Adams, Wentworth Cheswell, Samuel Adams, Mercy Otis Warren, James Armistead, Benjamin Franklin, Bernardo de Gálvez, Crispus Attucks, |
| |King George III, Haym Salomon, Patrick Henry, Thomas Jefferson, the Marquis de Lafayette, Thomas Paine, and George Washington. |
| |ⓇSS.8.4C Explain the issues surrounding important events of the American Revolution, including declaring independence, writing the |
| |Articles of Confederation, fighting the battles of Lexington, Concord, Saratoga, and Yorktown, enduring the winter at Valley Forge, and |
| |signing the Treaty of Paris of 1783. |
| | |
| |Warm-Up: Students will discuss with their partners the qualities they believe are important in a leader. |
| | |
| |Classwork: Students will make a foldable some of the important people of the American Revolution. This will be used during our |
| |discussion and lessons on the American Revolution. Students will add drawing for each. |
| | |
| |ELPS Standards: Speaking and Writing |
| | |
| |Samuel Adams- leader of the Sons of Liberty [see notes from earlier in the week.] |
| |George Washington - Virginia planter who commanded the American forces in the Revolutionary War, presided over the Constitutional |
| |Convention, first President of the United States; established a firm precedent for limited terms in office, reinforcing American |
| |identity as a democracy |
| |Thomas Jefferson- statesman, inventor, architect, author of the Declaration of Independence, third President of the United States; firm |
| |believer in the people and in decentralized power, responsible for the Louisiana Purchase. |
| |Patrick Henry- delegate in the Virginia House of Burgesses who said, “Give me liberty or give me death,” inspiring the independence. |
| |[See notes from earlier in the week] |
| |Benjamin Franklin- colonial inventor, printer, writer, statesman, contributed to the Declaration of Independence and the Constitution. |
| |Signed the major documents (Declaration of Independence; French alliance; Treaty of Paris, 1783; and Constitution). |
| |Wentworth Cheswell- Fought at the Battle of Saratoga became the first African American elected to public office. |
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